Differentiated
Instruction and
Assessment
Rennie’s River Elementary
As teachers, we believe
that:
• No two children are alike.
• No two children learn in the identical way.
• An enriched environment for one student
is not necessarily enriched for another.
• In the classroom we should teach children
to think for themselves.
• Consequently, it necessarily follows that
although essential curricula goals may be
similar for all students, methodologies
employed in a classroom must be varied to
suit to the individual needs of all children:
ie. learning must be differentiated to be
effective.
Differentiated
Instruction
Defined
“Differentiated instruction is a teaching philosophy
based on the premise that teachers should adapt
instruction to student differences.
Rather than marching students through the
curriculum lockstep, teachers should modify their
instruction to meet students’ varying readiness
levels, learning styles, and interests. Therefore,
the teacher proactively plans a variety of ways to
‘get at’ and express learning.”
Carol Ann Tomlinson
• Readiness-offers a range of learning tasks
(concrete or abstract; simple or complex;
more structured or more open, etc.)
• Interests- allows students to have a say in
how they will apply the key skills being
studied
• Learning Profile- takes into account the
learning style of the students
Four Ways to
Differentiate Instruction:
1. Differentiating the
Content/Topic
2. Differentiating By
Learning Styles
3. Differentiating the
Process/Activities
4. Differentiating the
Product
What do each of these
strands mean?
• Contentwhat the student needs to learn or how he/she will
access the information
• Processactivities in which the student engages to make sense
of the information and master it
• Productsculminating projects in which the student rehearses,
applies or extends what he or she has learned
• Learning Environment/Stylesthe way the classroom looks and feels and how the
child learns best
Differentiating Content
• Using reading materials at different readability levels
• Putting text on tape
• Using spelling or vocabulary lists at readiness level of
students
• Presenting information through visual and auditory means
• Using reading buddies
• Meeting with small groups to re-teach ideas or skills for
struggling learners or extend the thinking or skills of
advanced learners
Excerpted from: Tomlinson, C. A. (August, 2000)
Differentiation of Instruction in the Elementary Grades.
ERIC Digest. ERIC Clearinghouse on Elementary and
Early Childhood Education.
Differentiating Process
• Using tiered activities- all learners working with
same understandings and skills, but with different
levels of support or challenge
• Creating interest centers that encourage
students to explore parts of the class topic of
particular interest to them
• Providing agendas- task lists containing whole
class work and work addressing individual needs of
students
• Providing manipulatives or hands-on materials
• Varying length of time to complete tasks
Excerpted from: Tomlinson, C. A. (August, 2000)
Differentiation of Instruction in the Elementary Grades. ERIC
Digest. ERIC Clearinghouse on Elementary and Early Childhood
Education.
Differentiating Product
• Giving options on how to express required learning
(make a mural, write a letter, create a puppet
show, etc.)
• Using different rubrics to match and extend
students’ skill levels
• Allowing students to work alone or in groups to
complete product
• Encouraging students to create own product as
long as it contains the required elements
Differentiating Learning
Environment/Styles
• Allowing for places to work quietly without
distraction, as well as places for students to work
collaboratively
• Setting clear guidelines for independent work
• Developing routines for students to get help when
teacher busy working with other students
• Allowing for those students who need to move
around when learning, while others need to sit
quietly
Differentiated Instruction
Is Not:
Is:
•
An approach designed to
help disabled students
•An approach that benefits all
students
•
Adaptations “tacked on”
to already developed
lessons
•
Changing parts of a
lesson for one or two
students
•Curriculum, instruction, and
assessment that is carefully
designed to meet the needs of
students
•
A new approach to
teaching and learning
•Creating diversity in
instruction- mixing lesson
formats, instructional
arrangements, support, etc.
for all learners
•Something most teachers are
doing already perhaps without
realizing it
Key Principles of a Differentiated
Classroom
•
The teacher is clear about what matters in subject matter.
•
The teacher understands, appreciates, and builds upon student differences.
•
Assessment and instruction are inseparable.
•
The teacher adjusts content, process, and product in response to student
readiness, interests, and learning profile.
•
All students participate in respectful work.
•
Students and teachers are collaborators in learning.
•
Goals of a differentiated classroom are maximum growth and individual success.
•
Flexibility is the hallmark of a differentiated classroom.